- 在線時間
- 5489 小時
- 最後登錄
- 25-9-18
- 國民生產力
- 72
- 附加生產力
- 88820
- 貢獻生產力
- 0
- 註冊時間
- 06-10-23
- 閱讀權限
- 10
- 帖子
- 30763
- 主題
- 291
- 精華
- 3
- 積分
- 119655
- UID
- 107125
 
|
本帖最後由 ANChan59 於 12-10-29 11:10 編輯
回復 fion6406 的帖子
You got my point.
The whole mechanism served certain purpose originally, like 愛國學校 transform to DSS, it's a marketing tool.
In the framework, you can see the academic value added just one parameter to evaluate the school independently. But some schools or organisation only use partial information to project a biased image of the school. Furthermore, it may not applicable to compare schools as territory wide comparison. It's a self evaluation mechanism not for inter-school comparison.
If you Google 增值指標，you will aware which types of school and organisation benefited from this partial and biased info.
Another interesting observations, if a primary school is excellent in value added, then your expectation level may be higher in secondary, even you can achieve that, still low value added, Diminishing return hypothesis is sensible.
|
|
發表於 12-10-29 08:12
擁有最好學生的學校是不可能有增值的。假如，所有學生入學時是全港頭200名，離開時也是頭200名，學校是零增值的(即是5)。